Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011

Dr. Jo Handelsman, Howard Hughes Medical Institute Professor in the Department of Molecular, Cellular and Developmental Biology at Yale University, is a long-time devotee of scientific teaching, receiving this year’s Presidential Award for Science Mentoring. She gave a seminar entitled “What is Scie...

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Detalles Bibliográficos
Autor principal: Fischer, Caleb Nathaniel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: YJBM 2011
Materias:
Focus: Education — Career Advice
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178855/
https://www.ncbi.nlm.nih.gov/pubmed/21966043
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description Dr. Jo Handelsman, Howard Hughes Medical Institute Professor in the Department of Molecular, Cellular and Developmental Biology at Yale University, is a long-time devotee of scientific teaching, receiving this year’s Presidential Award for Science Mentoring. She gave a seminar entitled “What is Scientific Teaching? The Changing Landscape of Science Education” as a part of the Scientific Education Colloquia Series in spring 2011. After dissecting what is wrong with the status quo of American scientific education, several ideological and practical changes are proposed, including active learning, regular assessment, diversity, and mentorship.
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spelling pubmed-31788552011-09-30 Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011 Fischer, Caleb Nathaniel Yale J Biol Med Focus: Education — Career Advice Dr. Jo Handelsman, Howard Hughes Medical Institute Professor in the Department of Molecular, Cellular and Developmental Biology at Yale University, is a long-time devotee of scientific teaching, receiving this year’s Presidential Award for Science Mentoring. She gave a seminar entitled “What is Scientific Teaching? The Changing Landscape of Science Education” as a part of the Scientific Education Colloquia Series in spring 2011. After dissecting what is wrong with the status quo of American scientific education, several ideological and practical changes are proposed, including active learning, regular assessment, diversity, and mentorship. YJBM 2011-09 2011-09 /pmc/articles/PMC3178855/ /pubmed/21966043 Text en Copyright ©2011, Yale Journal of Biology and Medicine https://creativecommons.org/licenses/by-nc/3.0/This is an open access article distributed under the terms of the Creative Commons CC BY-NC license, which permits use, distribution, and reproduction in any medium, provided the original work is properly cited. You may not use the material for commercial purposes.
spellingShingle Focus: Education — Career Advice
Fischer, Caleb Nathaniel
Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title_full Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title_fullStr Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title_full_unstemmed Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title_short Changing the Science Education Paradigm: From Teaching Facts to Engaging the Intellect: Science Education Colloquia Series, Spring 2011
title_sort changing the science education paradigm: from teaching facts to engaging the intellect: science education colloquia series, spring 2011
topic Focus: Education — Career Advice
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178855/
https://www.ncbi.nlm.nih.gov/pubmed/21966043
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